using cem’s systems to monitor pupils’ progress
DESCRIPTION
Using CEM’s Systems to Monitor Pupils’ Progress. [email protected]. www.cemcentre.org. CEM systems. 1.1 million assessments are delivered each year Pupils aged 3 – 18 years CEM systems used in 44 countries. Scotland. CEM works with 15 Scottish Authorities - PowerPoint PPT PresentationTRANSCRIPT
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CEM systems
• 1.1 million assessments are delivered each year
• Pupils aged 3 – 18 years
• CEM systems used in 44 countries
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Scotland
• CEM works with 15 Scottish Authorities– 650 schools use the Primary 1 Baseline
Assessment
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• England• Scotland • Wales• Australia• New Zealand• Netherlands• Germany• South Africa• Hong Kong• Serbia• Luxembourg
• Abu Dhabi• International Schools
PIPS On-entry Baseline Assessment
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Why assess?
• Profile of strengths and weaknesses for planning appropriate learning experiences
• Early indicator of special educational needs
• Monitor progress and attitudes of pupils and cohorts over time
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• Comparisons– Children within a class– Groups such as boys/girls– Classes within a year-group– Current cohorts with previous ones– Other schools within a consortium and nationally
• Progress over time
• Research– Within school– Nationally and internationally
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• Layers of information:– Diagnostic at pupil-level– Group and class trends– School-level information (including trends
over time)– Authority-level– National-level
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• Pre-school and Primary– Start and end of Pre-
school– Start and end of
Primary 1– P2, P3, P4, P5, P6,
P7
• Secondary– Start of S1– S2– Predictions of later
assessment grades
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Designing a baseline assessmentfor young children
• For value-added purposes, need items that are good indicators of later attainment
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Correlation = 0
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Correlation = 1
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Correlation = 0.7
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Child development and predicting later attainment
• Speech & Language– Before 6 months vowels are predominant– After 6 months use of consonants– 8 months: Babbling– 1 year: 6 words recognised by mother– 18 months: Approx. 50 words understood by mother– 2 years: Mother understands language– 3 years: Other adults understand language
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Reading
When beginning to read, children need different types of knowledge:
• Global and cultural awareness
• Vocabulary and basic understanding of language
• Conventions of print
• Phonological awareness
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Mathematics
• Babies born with numerosity of small quantities– Before acquisition of language– Subitising
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Early Arithmetic
Subitising
Learning to count
Learning simple arithmetic
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Start and End of Pre-school
• Language• Number• Personal, social and
emotional development
• Motor development
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Start and End of Primary 1
• Early Reading• Early Maths• Personal, social and
emotional development
• Attitudes• Behaviour
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What children know and can do:Lowest 1% in Scotland
• Vocabulary– Carrots, castle, butterfly
• Early Reading– Differentiate between reading and writing activities
• Early Maths– Identify biggest and smallest objects from a group
of three
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Average in Scotland
• Vocabulary– Saxophone, toadstool
• Early Reading– Identify several upper and lower case letters
• Early Maths– Name single digits– Solve informally presented sums
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Highest 1% in Scotland
• Early Reading– Read passages which include words such as
‘your’, ‘leave’, ‘everyone’, ‘thought’
• Early Maths– Carry out formally presented calculations e.g.
42 – 17 = – Identify 3-digit numbers
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Primary 2 – 7 ~ Diagnostic
• Reading– Word Recognition, Decoding, Comprehension
• Spelling• General Maths• Mental Arithmetic• Attitudes• Picture Vocabulary• Non-verbal Ability
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Reading – an Interactive Compensatory Process
Word recognition/decodingComprehension
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Problems with Literacy Acquisition
Phonological deficit
Visual memory
Speed of processing
These can overlap
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Maths Difficulties
• Institutional/Environmental
• Motivational
• Neuropsychological
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Monitoring Progress: The Importance of Developed Ability
Vocabulary Acquisition and Non-verbal Ability
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Start of school Early maths average for his age
End of Primary 1Maths average for his age
Primary 3Maths average for his age
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In Primary 3, Ian’s Picture Vocabulary and Non-verbal Ability are also assessed
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The Non-Verbal elementassesses Ian’s ability to
solve novel puzzles quickly and accurately
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Combined, these assessments give a
picture of Ian’s ‘Developed Ability’
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Ian’s Developed Ability score suggests that he is a very able boy, far above
average
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Ian might be able to do better in maths but without the added dimension of Developed Ability (Vocabulary and Non-verbal Ability), it would be
difficult to identify this
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Traditional approach
Low Average High
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Adaptive approach
Low Average High
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